logo logo European Journal of Psychology and Educational Research

EJPER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
social justice united nations convention on the rights of the child crc childrens right to participation school psychology

The Intersect of Social Justice and Children’s Right to Participation: Implications for the Field of School Psychology

Ziba Vaghri , Shane Jimerson , Cara Pearson , Charlotte Sinclair

The United Nations Convention on the Rights of the Child (CRC) is the first human rights treaty with the ultimate goal of providing conditions conduci.

T

The United Nations Convention on the Rights of the Child (CRC) is the first human rights treaty with the ultimate goal of providing conditions conducive to child health and development. The CRC is grounded on four guiding principles: (1) non-discrimination; (2) best interests of the child; (3) the right to life, survival, and development; and (4) respect for the views of the child. These CRC principles are consistent with a social justice approach within the field of school psychology. This article highlights implications for school psychologists and encourages school psychologists to be at the center of the process of measuring, advocating, and actualizing all rights under the CRC, including the right to participation, in schools throughout the world. A summary of the Rights Respecting Schools initiative is offered to provide a concrete example for school psychologists and other school-based professionals.

Keywords: Social justice, United Nations Convention on the Rights of the Child (CRC), children’s right to participation, school psychology.

cloud_download PDF
Cite
Article Metrics
Views
780
Download
665
Citations
Crossref
0

References

Abramson, B. (2008). Article 2: Non-discrimination. In A. Alen, J. Vande Lanotte, E. Verhellen, F. Ang, E. Berghmans & M. Verheyde (Eds.), A commentary on the United Nations Convention on the Rights of the Child (pp. 4-18). Martinus Nijhoff Publishers.

Adelson, E., & Brachfeld, M. (2020). Promoting and protecting child rights in the daily practice of school psychology. In B. K. Nastasi, S. N. Hart, & S. C. Naser (Eds.), International handbook on child rights and school psychology (pp. 81-95). Springer.

Aldridge, J. (2017). Introduction to the issue: “Promoting children’s participation in research, policy and practice.” Social Inclusion, 5(3), 89-92. https://doi.org/10.17645/si.v5i3.1157

Andersen, C. S., & Dolva, A. S. (2015). Children's perspective on their right to participate in decision-making according to the United Nations Convention on the Rights of the Child, Article 12. Physical & Occupational Therapy in Pediatrics, 35(3), 218-230. https://doi.org/10.3109/01942638.2014.918075

Arredondo, P., Tovar‐Blank, Z. G., & Parham, T. A. (2008). Challenges and promises of becoming a culturally competent counselor in a sociopolitical era of change and empowerment. Journal of Counseling & Development, 86(3), 261-268. https://doi.org/10.1002/j.1556-6678.2008.tb00508.x

Bardsley, D. K. (2007). Education for all in a global era? The social justice of Australian secondary school education in a risk society. Journal of Education Policy, 22(5), 493-508. https://doi.org/10.1080/02680930701541691

Bergman, L., Fegan, R., & Myers, L. (2014). The Reporting Cycle of the Committee on the Rights of the Child: A guide for NGOs and NHRIs. UN Office of the High Commissioner on Human Rights. https://www.ohchr.org/Documents/HRBodies/CRC/GuideNgoSubmission_en.pdf

Bruyere, E. B. (2010). Child participation and positive youth development. Child Welfare, 89(5), 205-220.

Canadian Coalition for the Rights of Children. (2012). Right in principle, right in practice: Implementation of the Convention on the Rights of the Child in Canada. Canadian Coalition for the Rights of Children. http://rightsofchildren.ca/wp-content/uploads/2016/01/CCRC-report-on-rights-of-children-in-Canada.pdf

Casas, F., Saporiti, A., Gonzalez, M., Figuer, C., Rostan, D., Sadurni, M., & Rago, M. (2006). Children’s rights from the point of view of children, their parents and their teachers: A comparative study between Catalonia (Spain) and II Molise (Italy). The International Journal of Children’s Rights, 14(1), 1-75. https://doi.org/10.1163/157181806776614336

Child Rights International Network (CRIN). (2016). Rights, remedies & representation: Global report on access to justice for children. Child Rights International Network. https://archive.crin.org/sites/default/files/crin_a2j_global_report_final_1.pdf

Collins, T. (2006). Focus on child participation in monitoring child rights. Child Rights International Network. https://archive.crin.org/en/docs/GDD_2006_Tara_Collins.pdf

Collins, T. M. (2015). Child participation in monitoring the United Nations Convention on the Rights of the Child. In T. Gal & B. F. Duramy (Eds.), International perspectives and empirical findings on child participation: From social exclusion to child-inclusive policies (pp. 405–437). Oxford University Press.

Commission on the Social Determinants of Health. (2008). Closing the gap in a generation: Health equity through action on the social determinants of health. Final Report of the Commission on Social Determinants of Health. World Health Organization. https://apps.who.int/iris/bitstream/handle/10665/43943/9789241563703_eng.pdf?sequence=1

Covell, K. (2010). School engagement and rights‐respecting schools. Cambridge Journal of Education, 40(1), 39-51. https://doi.org/10.1080/03057640903567021

Davey, C., & Lundy, L. (2011). Towards greater recognition of the right to play: An analysis of article 31 of the UNCRC. Children & Society, 25(1), 3-14. https://doi.org/10.1111/j.1099-0860.2009.00256.x

Department of Children and Youth Affairs. (2015). Children and young people's participation in decision-making 2015–2020. Ireland Government Publications. https://www.dcya.gov.ie/

Dunhill, A. (2018). Does teaching children about human rights, encourage them to practice, protect and promote the rights of others? Education, 46(1), 16-26. https://doi.org/10.1080/03004279.2016.1165717

Ellis, B. J., & and Boyce, W. T. (2008). Biological sensitivity to context. Current Directions in Psychological Sciences, 17(3), 183-187. https://doi.org/10.1111/j.1467-8721.2008.00571.x

Ellis, B. J., Boyce, W. T., Belsky, J., Bakermans-Kranenburg, M. J., & van Ijzendoorn, M. H. (2011). Differential susceptibility to the environment: An evolutionary--neurodevelopmental theory. Development and Psychopathology, 23(1), 7-28. https://doi.org/10.1017/S0954579410000611.

Gardiner, A. (2017). Children’s rights: Why the United States should ratify the United Nations Convention on the Rights of the Child. Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/191

GlobalChild & Centre for Children’s Rights. (2019). Global Child Rights Dialogue (GCRD) final report. GlobalChild. https://www.unb.ca/globalchild/projects/gcrd/index.html

Graham, A. P., Phelps, R. A., Nhung, H. T. T., & Geeves, R. (2014). Researching with children in Vietnam: Cultural, methodological and ethical considerations. Qualitative Research, 14(1), 37-60. https://doi.org/10.1177/1468794112455038

Grugel, J. (2013). Children’s rights and children’s welfare after the Convention on the Rights of the Child. Progress in Development Studies, 13(1), 19-30. https://doi.org/10.1177/146499341201300102

Hart, S. N., & Hart, B. W. (2020). Child rights and school psychology: A context of meaning. In B. K. Nastasi, S. N. Hart, & S. C. Naser (Eds.), International handbook on child rights and school psychology (pp. 3-24). Springer.

Hertzman, C. (2009). The state of child development in Canada: Are we moving toward, or away from, equity from the start? Paediatrics & Child Health, 14(10), 673-676. https://doi.org/10.1093/pch/14.10.673

Huppert, F. A., & So, T. T. C. (2013). Flourishing across Europe: Application of a New Conceptual Framework for Defining Well-Being. Social Indicators Research, 110(3), 837–861. https://doi.org/10.1007/s11205-011-9966-7

Jimerson, S. R., Oakland, T. D., & Farrell, P. T. (Eds) (2007). The handbook of international school psychology. SAGE.

Killkelly, U., & Lundy, L. (2006). Children's rights in action: Using the UN Convention on the Rights of the Child as an auditing tool. Child & Family Law Quarterly, 18(3), 331-350.

Lansdown, G. (2011). Every child’s right to be heard: A resource guide on the UN Committee on the Rights of the Child General Comment no. 12. Save the Children UK. https://shorturl.at/civRY

Lansdown, G., Jimerson, S. R., & Shahroozi, R. (2014). Children's rights and school psychology: Children's right to participation. Journal of School Psychology, 52(1), 3-12. https://doi.org/10.1016/j.jsp.2013.12.006

Lansdown, G., & Vaghri, Z. (2021). Education, leisure, and cultural activities rights: The right to education. In Z. Vaghri, J. Zermatten, G. Lansdown, and R. Ruggiero (Eds.). Attributes of the United Nations Convention on the Rights of the Child: Analysis for state compliance. Springer

Larkins, C., Lansdown, G., & Jimerson, S. R. (2020). Child participation and agency and school psychology. In B. K. Nastasi, S. N. Hart, & S. C. Naser (Eds.), International handbook on child rights and school psychology (pp. 259-274). Springer.

Lee, Y., & Krappmann, L. (2020). Status of child rights in the international community. In B. K. Nastasi, S. N. Hart, & S. C. Naser (Eds.), International handbook on child rights and school psychology (pp. 49-62).  Springer.

Lundy, L. (2007). ‘Voice’ is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927-942. https://doi.org/10.1080/01411920701657033

Lundy, L. (2014). United Nations Convention on the Rights of the Child and child well-being. In A. Ben-Arieh, F. Casas, I. Frones, & J. E. Korbin (Eds.), Handbook of child well-being: Theories, methods and policies in global perspective (pp. 2439-2462). Springer. https://doi.org/10.1007/978-90-481-9063-8

Lundy, L., Welty, E., Swadener, B. B., Blanchet-Cohen, N., Smith, K., & Devine, D. (2015). What if children had been involved in drafting the United Nations Convention on the Rights of the Child? In A. Diduck, N. Peleg & H. Reece (Eds.), Law in society: Reflections on children, family, culture and philosophy (pp. 223-242). Brill Nijhoff. https://doi.org/10.1163/9789004261495_013

Lundy, L., & McEvoy, L. (2012). Children’s rights and research processes: Assisting children to (in) formed views. Childhood, 19(1), 129-144. https://doi.org/10.1177/0907568211409078

Mulser, R. M., & Naser, S. C. (2020). The roles and responsibilities of school psychologists in promoting child rights. In B. K. Nastasi, S. N. Hart, & S. C. Naser (Eds.), International handbook on child rights and school psychology (pp. 65-80). Springer.

Nastasi, B. K., Hart, S. N., & Naser, S. C. (Eds.). (2020). International handbook on child rights and school psychology. Springer.

Nastasi, B. K., & Naser, S. (2014). Child rights as a framework for advancing professional standards for practice, ethics, and professional development in school psychology. School Psychology International, 35(1), 36–49. https://doi.org/10.1177/0143034313512409

National Association of School Psychologists. (2012). NASP position statement: Child rights. NASP. https://www.nasponline.org/x26813.xml

Newell, M., Henderson-Larrazolo, H., & Chan, K. T. (2020). Accountability for child rights by school psychology. In B. K. Nastasi, S. N. Hart, & S. C. Naser (Eds.), International handbook on child rights and school psychology (pp. 129-143). Springer.

North, C. E. (2006). More than words? Delving into the substantive meaning(s) of ‘social justice’ in education. Review of Educational Research, 76(4), 507-535. https://doi.org/10.3102/00346543076004507

Office of the High Commissioner on Human Rights (OHCHR). (2012). Human rights indicators: A guide to measurement and implementation (United Nations Human Rights Publication No. HR/PUB/12/5). United Nations. http://www.ohchr.org/Documents/Publications/Human_rights_indicators_en.pdf

Peppin Vaughan, R. (2016). Education, social justice and school diversity: Insights from the capability approach. Journal of Human Development and Capabilities, 17(2), 206-224. https://doi.org/10.1080/19452829.2015.1076775

Rehfeld, A. (2011). The child as democratic citizen. The ANNALS of the American Academy of Political and Social Science, 633(1), 141-166. https://doi.org/10.1177/0002716210383656

Shonkoff, J. P. (2009). Mobilizing science to revitalize early childhood policy. Issues in Science and Technology, 26(1), 79-85.

Shriberg, D., Bonner, M., Sarr, B. J., Walker, A. M., Hyland, M., & Chester, C. (2008). Social justice through a school psychology lens: Definition and applications. School Psychology Review, 37 (4), 453-468.

Shriberg, D., Brooks, K., & Montes de Oca, J. (2020). Child rights, social justice, and professional ethics. In B. K. Nastasi, S. N. Hart, & S. C. Naser (Eds.), International handbook on child rights and school psychology (pp. 37-48). Springer.

Shriberg, D., & Desai, P. (2013). Bridging social justice and children’s rights to enhance school psychology scholarship and practice. Psychology in the Schools, 51(1), 3-14. https://doi.org/10.1002/pits.21737

Shriberg, D., Song, S. Y., Miranda, A. H., & Radliff, K. (Eds.). (2013). School psychology and social justice: Conceptual foundations and tools for practice. Routledge.

Shriberg, D., Wynne, M. E., Briggs, A., Bartucci, G., & Lombardo, A. C. (2011). School psychologists' perspectives on social justice. School Psychology Forum, 5(2), 37-53.

Skelton, T. (2008). Research with children and young people: Exploring the tensions between ethics, competence and participation. Children's Geographies, 6(1), 21-36. https://doi.org/10.1080/14733280701791876

Stasiulis, D. (2002). The active child citizen: Lessons from Canadian policy and the children's movement. Citizenship Studies, 6(4), 507-538. https://doi.org/10.1080/1362102022000041286

Sutherland, E. E. (2013). Listening to the voice of the child: The evolution of participation rights. New Zealand Law Review, 2013(3), 335-355. https://doi.org/10.1002/chi.617

Tisdall, E. (2016). Participation, rights and ‘participatory’ methods. In Farrell, A., Kagan, S. L., & Tisdall, E. M (Eds.), The SAGE handbook of early childhood research (pp. 73-88). SAGE Publications Ltd. https://doi.org/10.4135/9781473920859

UN Committee on the Rights of the Child. (2001). General comment No. 1: Aims of education. CRC/GC/2001/1, United Nations. https://www.refworld.org/docid/4538834d2.html

UN Committee on the Rights of the Child. (2009). General Comment No. 12. The right of the child to be heard. CRC/C/GC/12. United Nations. http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/CRC-C-GC-12.pdf

UN Committee on the Rights of the Child. (2013). General Comment No. 14 on the right of the child to have his or her best interests taken as a primary consideration. CRC/C/GC/14. United Nations.  https://www.refworld.org/docid/51a84b5e4.html

UN Committee on the Rights of the Child. (2016). General Comment No 20 on the implementation of the rights of the child during adolescence. CRC/C/GC/20. United Nations. https://www.refworld.org/docid/589dad3d4.html

UN General Assembly. (1989). Convention on the Rights of the Child (CRC).  https://www.ohchr.org/en/professionalinterest/pages/crc.aspx

UN Human Rights Office of the High Commissioner. (2020). Status of ratification interactive dashboard.  https://indicators.ohchr.org

Vaghri, Z. (2018). Climate change, an unwelcome legacy: The need to support children’s rights to participate in global conversations. Children, Youth and Environments, 28(1), 104-114.

Vaghri, Z., Covell, K., & Clow, H. (2018). Wiring the brain for participation through active listening and active learning. Canadian Journal of Child Rights, 5(1), 71-85. https://doi.org/10.22215/cjcr.v5i1.1248

Vaghri, Z., Flores, R., & Mojtabavi, S. (2020). Promoting healthy child development: A child rights perspective. In B. K. Nastasi, S. N. Hart, & S. C. Naser (Eds.), International handbook on child rights and school psychology (pp. 175-195). Springer.

Vaghri, Z., Guhn, M., Weinberg, J., Grunau, R. E., Yu, W., & Hertzman, C. (2013). Hair cortisol reflects socio-economic factors and hair Zinc in preschoolers. Psychoneuroendocrinology, 38(3), 331-340. https://doi.org/10.1016/j.psyneuen.2012.06.009

van Bueren, G. (1995). The International Law on the Rights of the Child. Brill Nijhoff.

Vera, E. M., & Speight, S. L. (2003). Multicultural competence, social justice, and counseling psychology: Expanding our roles. The Counseling Psychologist, 31(3), 253-272. https://doi.org/10.1177/0011000003031003001

...